SALTO-YOUTHRESOURCE CENTRETRAINING AND COOPERATION

Education and Culture

SALTO-YOUTHRESOURCE CENTRETRAINING AND COOPERATION

Education and Culture

SALTO-YOUTHRESOURCE CENTRETRAINING AND COOPERATION

Education and Culture

22

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Youthpass and Human Resource Development: The missing link towards employability

Juan Ratto-Nielsen, Ph.D. Inter-accion.org (Spain)

The main intention of this paper is to discuss the common points between the

Youthpass process and the Human Resource Development HRD training and

learning cycle as similar learning and developmental processes. It is argued

that HRD approaches may provide Youthpass with an instrumental twist and

Youthpass could also be acknowledged as par t of HRD activities. Thus, this

paper describes HRD and Youthpass process as complementary and intends

to show how the HRD cycle and Youthpass process may contribute and

support each other towards employability.

The paper is structured in six sections including this short introduction.

Section 2 contains definitions, basic assumptions and premises as a star ting

point. The different stages of the HRD cycle integrating on-the-job learning

and the Youthpass process are introduced in section 3. Each stage is analysed

and examples for both models are provided to highlight similarities. Section 4

represents the practical side of the paper. This section considers HRD tools

and methods where Youthpass can easily fit in and provide useful tools for

employability. Section 5 looks at the policy implications from a stronger focus

on HRD approaches. Finally, section 6 summarises the main conclusions of

previous sections and identifies pending questions for fur ther research.

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Youthpass and Human Resource Development

Employability, recognition, self-directed learning,

validation, mobility, competences, personal and

professional development, human capital; do they

ring a bell for you? If they do, you are either

involved in Human Resource Development or

working with young people and Youthpass.

Youthpass is par t of the European Commission’s

strategy to foster the recognition of non-formal learning.

It is a tool for those par ticipating in most activities of the Youth in

Action Programme to cer tify par ticipation, validate learning outcomes and

identify competences from the learning process. Youthpass aims at supporting

reflection upon the personal non-formal learning process, fostering active

European citizenship, strengthening the social recognition of youth work, and

finally supporting the employability of young people and youth workers.

Although Human Resource Development (HRD) and adult education have

gone a long way side by side for more than half a century, only recently

has employability become a key topic for practitioners in the youth field.

Linking Youthpass as a European-level recognition tool and employability has

How does Youthpass fit into Human Resource Development (and vice versa)?

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become a challenge for youth workers and policymakers who are searching

for alternatives to fight unemployment and create new opportunities for

young Europeans.

While there is no singular definition of employability, a review of the literature

suggests that employability is about work and the ability to be employed

(Hillage, 1998). This ability depends on “the combination of factors (personal

attributes and competences, marketability and economic context) which

enable individuals to progress towards or get into employment, to stay in

employment and to progress during career” (CEDEFOP, 2008). It goes

without saying that employability prospects rely not only on the job seekers

but also on the needs of the organisations providing employment.

According to our definition, employability is a two-sided equation. Policy based

on the assumption that formal recognition will assist employability puts the

emphasis on the institutional/education side of the equation and disregards

the opportunities arising from the business-oriented HRD approaches.

This paper looks at the added value of HRD as an effective link between

Youthpass and employability. The star ting point is HRD view on career

development through lifelong learning as the ongoing acquisition of

competences by study and experience throughout the duration of an

individual’s career (Mankin, 2009). Moreover, it takes a fur ther step by

matching the organisation’s goals and objectives with the individual’s. In this

case, employability goals are implicit.

The critical question which we approach is to what extent HRD approaches

should be considered when implementing Youthpass and where and how

to exploit the learning outcomes. This leads us to consider what the HRD

cycle approach implies for Youthpass and, in par ticular, for Youthpass and HRD

practitioners alike.

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The process of human resource development star ts from the strategic plans

of the organisations, which defines the resources required to achieve their

goals. These strategies are translated into more specific definitions of what

sor t of employees will be needed (Armstrong, 1991). Optimal adaptations

of qualification in terms of professional knowledge, abilities and skills to the

requirements of work are the main tasks of human resource development

through the application of the HRD cycle (Jereb, 1995). Therefore, the basic

objective of HRD is satisfying actual and future employees’ development

needs vis-à-vis the organisation.

The ‘Youthpass process’ is an approach to learning and how this could be

implemented in the Youth in Action programme. The Youthpass process

supports the educational processes happening in youth work activities, and

highlights the educational potential of such projects (Youthpass Unfolded,

2012). Thus, the purpose of Youthpass is twofold: to support the recognition

of youth work, and the career and personal development of young people. It

follows the timeline of a project in Youth in Action from preparation till the

issuance of the Youthpass cer tificate at the end.

Figure 1 shows an adaptation of the HRD training and learning cycle. The

diagram attempts to shed light on how formal HRD training interventions

(inner cycle) are related to on-the-job learning (outer cycle). This responds to

a current tendency showing a shift from off-the-job training to a more situated

and experiential learning comparable to the Youthpass process. In both cycles

learning is socially mediated and collaborative. The diagram also incorporates

the different phases of the Youthpass process (Youthpass Unfolded, 2012)

integrated in between the two cycles. The HRD cycle is divided into 4 stages.

Youthpass and Human Resource Development

Human Resource Development process: from organisational and individual needs to personal and professional development.

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StakeholdersHRD / Youthpass

Practitioner - Learner -

Organisation

Identification of HRDneeds

Evaluation of HRD

interventions

Delivery of HRD

interventions

Designof HRD

interventions

Identification of potencial learning oppor tunities

(worked-based activity)

Become more aware of your

learning

Know yourself better as a

learner

Document learning on the

way

Identify learning

moments

Reflection

Igniting passion for

learning

Setting learning

directions

Backstage preparation and

facilitation

Consolidation(e.g. changed

routines)

Critical Reflection(often socially

mediated) Engaging in work-based activity(often collaborative)

Figure 1. The HRD cycle integrating on-the-job learning and Youthpass process (based on Mankin, 2009, and Youthpass Unfolded, 2012)

a. HRD needs: matching organisation’s and people’s needs

As in any learning and training process, the identification of learning needs

is the first key step. The practitioner identifies the needs with the other

stakeholders. Organisation’s and individual needs are surveyed and analysed in

order to find common points to match them towards a development objective.

The task is to decide on which level to act, individual career development,

organisational development or both. A shift to the outer cycle to identify

learning opportunities at the workplace is comparable to non-formal learning

activities with Youthpass but always in relation to the organisation’s needs.

Therefore, we can observe a two-level HRD process, one focused on training

interventions and the other on non-formal or informal work-based activities.

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Youth in Action processes fit in both cycles depending on the type of activity.

They promote the autonomy of the learner, at the same time responding

to societal needs and developments. The preparation stage in the Youthpass

process parallels the HRD continuum from the identification of learning

needs to the design of learning interventions and self-directed activities in

the workplace. The so-called backstage preparation of the facilitator goes

alongside with the setting of learning directions of the learner within the

second stage of the HRD cycle.

b. HRD design: setting a personal and professional development plan

The second stage is focused on the design of learning activities. It consists of

different technical (budget, time constraints, venue, etc.) and methodological

elements (objectives, methodology, evaluation, accountability, etc.). The inner

cycle is led by the practitioner and requires the design of a variety of HRD

interventions, such as training courses, seminars, mentoring and coaching

sessions. The outer cycle, on the other hand, is more learner-driven and may

not require formal training or facilitation. In the case of Youthpass, this is the

phase where learners set the direction of their learning. If we look at the

Youth in Action programme, it could range from the design of a training

course, in the inner cycle, to coaching sessions during a youth initiative, or the

preparatory visit in a youth exchange, for the outer cycle.

c. HRD delivery: coaching and training - guidance and self-directed learning

The delivery stage may require the intervention of a trainer or facilitator

or be self-directed by the learner with appropriate guidance, if necessary.

Engaging in work-based activities in European Voluntary Service - where tasks

have explicit training and learning purposes - shows a good example of the

Youthpass and Human Resource Development

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Youthpass process within the outer HRD cycle. In the same way, socially

mediated learning at the workplace incorporates peers and other learning

collaborators (coaches, mentors, supervisors, etc.). Formal HRD interventions

are usually “classroom” activities like training courses and seminars in pursuit

of “harder” skills. At this stage, Youthpass can serve as a valid tool to identify

learning moments and to document learning on the way. In the various

Actions of the Youth in Action programme, the Youthpass process suits both

levels, linking off-the-job and on-the-job learning. In HRD and adult education,

reflection plays a major role in the ongoing and final evaluation of learning

and training interventions. Reflection is an essential element of learning with

Youthpass, as well. (Youthpass Unfolded, 2012).

d. HRD evaluation:assessing and transferring learning

As in the Youthpass process, the HRD cycle approach focuses on learning

for the acquisition of competences along with their internal and external

validation. In the Youthpass process, the emphasis is put on the self-assessment

and recognition of acquired competences, confirmed by the learner and the

dialogue par tner. HRD practitioners concentrate on the internal and external

validation of the learning outcomes. For HRD, internal validation is understood

as a measurement of the extent to which learning objectives have been

attained. External validation, on the other hand, measures the impact on the

job behaviour and performance - the transfer of learning to the workplace

(Mankin, 2009). In HRD, recognition is attained through external validation

by observing the impact on the job. This is a change in routines leading to

the consolidation of better performance. Official or formal recognition is

implicit as a par t of a self-contained learning process within the organisation.

Youthpass contributes to personal and professional development by helping

the learner become aware of his / her learning and describe the new

competences acquired. Fur thermore, it may initiate a new cycle of learning

through empowerment and ownership of the learning process.

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Youthpass and Human Resource Development

Youthpass can be combined

with HRD approaches and prove

remarkably useful as a tool for employability. I will take into consideration

Youthpass in HRD practices with a positive impact on employability.

a. Experiential learning

Current trends in HRD support learning activities that combine training and

on-the-job experiential learning. The main goal is to facilitate the transferring

of learning directly into the workplace. Enterprises are putting into action

learning strategies within the organisations. Trainers are increasingly taking the

role of facilitators and even organising peer-guidance for self-directed learners.

From theory to practice: Youthpass as an HRD tool.

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Youthpass, as a process where learning to learn and self-directed learning

is constantly encouraged, can demonstrate other models of delivering on-

the-job career development interventions. For instance, active par ticipation,

collaborative learning, work-based activities are all elements that reflect the

principles and methodology behind EVS, with a clear social and change-

oriented focus. A current shift from training to learning in HRD supports the

idea of interlinking non-formal learning and training interventions towards a

more holistic approach in line with Youthpass.

b. Reflective learning

Reflection is often described as a mental process with a purpose and/or an

outcome: learning (Moon, 2000). Reflection has a key role in experiential

learning. It is a fundamental stage in the well-used Kolb cycle of experiential

learning and it is present throughout the Youthpass process. Reflective practice

occurs in most learning instances from self-directed learning to mentoring

and coaching. Peer-supported reflection is also common both in HRD and

Youthpass. There are many ways and means to use reflection to improve

learning, such as learning journals, simulations, concept maps, dialogue

journals and interviews, among others. Youthpass can be also understood

as a reflection tool in itself. A good example of reflective learning is using a

learning journal to support the Youthpass process. Similar tools are widely

used in job coaching and career development practices. By documenting

and reflecting on the competences, the learner becomes aware of his/her

potential, needs and learning objectives.

c. Personal project plan

A personal project plan consists of a series of steps within an overall

strategy for personal and professional development. Life and job coaching

practitioners apply strength-based approaches as a means of empowering

individuals. The design of a personal project requires a needs analysis, setting

learning objectives, documenting learning moments and critical reflection

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in order to attain cer tain objectives. Guidance from peers or coaches is

widespread, though not indispensable. A Youth in Action project involves

similar elements and Youthpass is intended to be the backbone to support

the process. Needless to say, Youthpass can be assimilated into a personal

project plan practice and HRD can benefit from young people that have gone

through the Youthpass process.

d. Learning assessment

The HRD cycle is closed by the transfer of learning and consolidation of

the change. Evaluation and assessment are continual during the process to

secure the achievement of the learning objectives. A well-founded assessment

method should meet cer tain requirements: to monitor performance, facilitate

self-assessment and reflective learning, and re-envision performance in some

specific role or career, where learners can gain self-confidence based on their

competences (Knight, 2003). Youthpass fully meets the above requirements

and offers a valid alternative to evaluate learning under non-formal learning

conditions. Employability-aware youth workers and HRD practitioners

have an effective tool at their disposal. The former have direct access to an

assessment and follow-up tool especially designed for non-formal settings.

The latter can integrate it into their career development practices. This is one

fur ther step towards employability.

Youthpass and Human Resource Development

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As a Youthpass and HRD practitioner, I believe that the recognition of

Youthpass for employability is a two-way road, where Youth policy, and the

business sector should rely on each other. The common goals are to keep on

working together and learn from each other to help out young people to be

employable. Although recommendations to both sectors are beyond the

scope of this paper, a stronger focus put on the HRD side of the equation will

have some policy implications:

•An increasing necessity to build and support bridges connecting the youth

work and private sectors.

•Pursuing a more effective matchmaking between organisations’ needs and

employability policies.

•More emphasis on training needs analysis (TNA) on individual and

organisational level to effectively address the dynamics of the marketplace.

•Reconsidering new approaches to working on the ground with the private

sector and HRD practitioners to create synergies and foster employability.

Some policy implications

1414

The main conclusion of this paper is that there are several connecting points

and common elements between the process of recognition of non-formal

learning as seen within the framework of Youthpass, and Human Resource

Development. HRD can easily incorporate the Youthpass process in its

framework and Youthpass can also provide an alternative path towards career

development and employability. Undoubtedly, the youth policy sector and the

business-oriented HRD practice, together or separately, play a major role in

turning the challenges of youth employability into employment opportunities.

It can be concluded that Youthpass can serve better the validation and

recognition of non-formal learning for employment purposes, if the youth

field considers HRD approaches attuned to the individual needs and the

demands of the workplace.

Youthpass is a useful tool within the HRD model. Youthpass can easily fit into

HRD processes and practices leading to recognition from the business sector

as a validation tool for learning in personal and professional development. A

successful integration of Youthpass into the HRD field will build a bridge to

connect the spheres of public youth policy and employment.

Nevertheless, the link between Youthpass and HRD towards employability

may still pose a number of legitimate questions:

•Whether youth policy makers would consider and accept the development

of Youthpass as an alternative way to increase employability.

•How to disseminate and raise awareness of Youthpass as a learning tool for

professional and personal development with potential employers and their

organisations.

•How to incorporate Youthpass or similar cer tificates into the workplace as

entry-level tools for young people.

The above are pending questions worth examining in future research,

hopefully hand in hand with the main stakeholders, job seekers and employers.

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Youthpass and Human Resource Development

Conclusions and pending questions

1515

Armstrong, M. (1991) A Handbook of Personnel Management Practice. London: Kogan Page

CEDEFOP (2008). Terminology of European education and training policy-a selection of

100 key terms. Luxembourg: Office for Official Publications of the European Communities.

Gravells, A. (2010). Delivering Employability Skills in the Lifelong Learning Sector. Learning

Matters Ltd.

Hillage J, Pollard E. (1998) Employability: developing a framework for policy analysis. Research

Report RR85, Department for Education and Employment.

Jereb, J. (1995). The Human Resource Cycle as Basis of Human Resource Development

System. Fakulteta za OrganizacijskeVede Kranj. Working Paper.

Knight, P., Yorke, M. (2003). Assessment, learning and employability. Society for Research into

Higher Education McGraw-Hill International.

Knowles, M. et al. (2005) The Adult Learner : The Definitive Classic in Adult Education and

Human Resource Development. Butterworth-Heinemann.

Mankin, D. (2009). Human Resource Development. Oxford University Press.

Moon, J. (2000). Reflection in Learning and Professional Development: Theory and Practice.

Routledge.

SALTO (2012) Youthpass Unfolded: practical tips and hands-on methods to make the most

of the Youthpass process. Training and Cooperation & Inclusion Resource Centres.

Youthpass Guide. www.youthpass.eu/en/youthpass/guide

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Bibliography and references

16This publication is funded by:

‘Youthpass and Human Resource Development: The missing link towards employability’ compares the Youthpass process and the Human Resource Development training and learning cycle, and discusses them as similar learning and developmental processes.

Author : Juan Ratto-Nielsen

Edited and published by SALTO Training & Cooperation Resource Centre,

Bonn/Germany, contact person: Kristiina Pernits (kristiina@salto-youth.net)

The publication can be downloaded for free from the Youthpass website at

www.youthpass.eu.

The views and opinions expressed in this publication do not necessarily reflect the official

view of the European Commission or the SALTO-YOUTH Resource Centres or the

organisations cooperating with them.

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